January 15, :00am – 11:00am

Review of use of webinar platform, Collaborate Updates Tips for New Tutor Coordinators Questions from New Tutor Coordinators Time management experiences Sharing Next webinar – February 19, 2013, 10:00am – noon Resources for tutor professional development

To talk… To type… To note approval, etc… Raise hand… Yes/no

Outstanding Tutor Award – Deadline extended to January 31 Monthly Online Basic Tutor Training Online Report Form New TLC website, tlcliteracy.orgtlcliteracy.org Tutor Conference – Registration open within a week – Request one use code from Monica Shields, – Five tutors/agency – With code, cost will zero out

Be content to start small Be selective about tutors you recruit Don’t be afraid to set expectations for your tutors Help teachers prepare for using volunteers in the classroom

What have you found to be the best way to recruit tutors? What is reasonable to expect of a volunteer tutor? What do you include in your tutor orientation and how long is it? What do you do to assist and support your tutors? How do you track tutor participation in professional development? How do you handle individual tutor professional development plans?

1)Say no to nonessential tasks. 2)Delegate. 3)Take the time you need to do a quality job. 4)Break large, time-consuming tasks into smaller tasks. 5)Practice the 10-minute rule. 6)Evaluate how you're spending your time. 7)Limit distractions. 8)Take the first 30 minutes of every day to plan your day. 9)Take five minutes before every call and task to decide what result you want to attain. 10)Practice not answering the phone just because it's ringing and s just because they show up. 11)Remember that it's impossible to get everything done. 12)Don’t leave sitting in your in box. 13)Admit multitasking is bad. 14)Do the most important thing first. 15)Check your on a schedule. 16)Make it easy to get started. 17)Organize your to-do list every day. 18)Dare to be slow.

Each webinar will allow some time for Tutor Coordinators to share a success or challenge of the month. – What are your successes? – What are your challenges? What support can TLC provide you?

– Resources for tutor professional development – Tutor retention and motivation – Evaluating the effectiveness of tutor instruction – Individual tutor professional development plans – Monitoring tutor professional development Tutor reporting and tracking of professional development – Tutor recruitment, selection and orientation – Tutor-learner matching process – Tutor networking opportunities – Basic tutor training

Next Tutor Coordinator Webinar: February 19, 10-11am Topics: Resources for tutor professional development Please plan to share what has worked for you and what questions you have for others

Tutor Coordinators The following slides are for your reference and will be left in the monthly power points shared by Tutors of Literacy. Please let me, know if there is something you would like to see added

Level 5: Student Outcomes Assessing student learning Level 4: Participants’ use of new knowledge and skills Assessing degree and quality of implementation Level 3: Organization support and change Assessing organizational advocacy, support, accommodation, facilitation, recognition Level 2: Participants Learning Assessing new knowledge and skills Level 1: Participants Reaction Assessing initial satisfaction with experience For professional developers: 1) ensure teachers/tutors enjoy the experience 2) ensure teachers/tutors learn something 3) ensure supports for change/implementation are in place 4) ensure opportunities and awareness of how to use new knowledge and skills 5) see what the impact is on students Johnson, K.A. & Linden A. PD Evaluation for Minnesota

Tutor Coordinators – provide training to volunteer adult education instructors AND associated learners – support volunteer adult education instructors AND associated learners Duties include, but are not limited to, – implementing effective processes for tutor screening – making referrals to the case manager – participating in orientation – conducting training sessions – assigning tutor-student pairs/groups – supporting tutor-student pairs/groups – providing ongoing supervision of tutoring staff – working with the In-House PD Specialist to coordinate tutor professional development

Definition from Adult and Family Literacy Guidelines, Volunteer Instructor, pages Volunteer Instructors provide one-on-one or small group instruction to students. Though they are not a paid staff member, volunteer instructors are still required to take professional development training and to schedule time for instruction preparation. Volunteer Instructors should work with tutor coordinators to periodically review goals; adjust student placement, if needed; and coordinate with intake specialist and case manager. Volunteer Instructors (tutors) must have a four-year degree or be currently enrolled in a four-year degree program. This includes community college if the student is enrolled in a transfer program that will lead to a four-year degree. If the person has stopped taking courses, they are not considered to be pursuing the degree. Tutors without a four-year degree are permitted if they show continuous tutoring since Program Year , have participated in one in-service activity in each of those years, and have been consistently providing a minimum of three hours of tutoring a week (with breaks of one/two weeks once or twice a year).

Statement for Initial Tutor Professional Development Plan “As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor by learning about and applying new techniques during my instruction. To demonstrate the effectiveness of the tutoring sessions, I will document the instructional strategies I apply and how the learner is affected. Whenever possible, I will share my tutoring experiences with my peers so we can all learn and grow together.”